Online Learning Support Services Henry Ford College

Transcription

1 Online Learning Support Services Henry Ford College April 10, P a g e

2 TABLE OF CONTENTS Project Statement..... Page 4 Our Measurements... Page 6 Overall Purpose.. Page 6 Special Thanks. Page 7 Process Improvement Team Page 8 Operational Definitions. Page 9 Description and Analysis of Current Process 7 Easy Steps to Enroll Page 11 Campus Bookstore... Page 12 HFC Library Page 12 Learning Lab and Tutoring Services... Page 12 Retention Alert.. Page 12 Instructional Technology Support.. Page 12 eforms.. Page 12 Digital Communications Page 12 HFC Login Pages.. Page 12 Online Learning Homepage.. Page 12 Student Services Web Page. Page 12 Relationship Diagram... Page 13 Process Model... Page 14 Breakdown of the Seven Step Process.. Page 15 Cause and Effect Page 16 1 P a g e

3 Improvement Theory 7 Easy Steps to Enroll Pre-enrollment... Page 18 Applying. Page 18 Admission.. Page 18 Orientation... Page 18 Participate in Course Placement.. Page 18 Advising.. Page 19 Registration and Records..... Page 19 eforms Page 19 Campus Bookstore... Page 19 HFC Library Page 19 Learning Lab and Tutoring Services... Page 19 Utilize Retention Alert.. Page 19 Instructional Technology Support.. Page 20 Digital Communications.. Page 20 HFC Login Pages.. Page 20 Online Learning Homepage... Page 20 Student Services Web Page..... Page 20 Communications and Retention Alert Diagram... Page 21 Gantt Chart... Page 22 Cost and Time Projection.... Page 24 Steering Committee Feedback.. Page 29 Recommendations for Future CPI Teams.. Page 32 2 P a g e

4 Appendix Current Enrollment and Success Rate.... Page 33 Fall Enrollment and Success Rate.. Page 35 Winter Enrollment and Success Rate..... Page 36 Spring Enrollment and Success Rate.. Page 37 Summer Enrollment and Success Rate.. Page 38 National Student Clearinghouse Material..... Page 39 Current Registration Instructions.. Page 40 Library TIF Proposal..... Page 41 Learning Lab Tutoring Program Information.. Page 48 Academic Advising Current Job Duties.. Page 52 List Benchmark Institutions.. Page 55 Evolution of Online Education At HFC... Page 57 3 P a g e

5 PROJECT STATEMENT To improve the enrollment process and availability of support services for the completely online student. elearning doesn't just "happen"! It requires careful planning and implementation. Anonymous 4 P a g e

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7 OUR MEASUREMENTS 1) Increase the yield/enrollment of the online student. 2) Retention of the online students. OVERALL PURPOSE 1) Improve registration process for online students 2) Improve student supports for online students 3) Increase retention rate of online students 6 P a g e

8 SPECIAL THANKS The members of the On Line Learning Continuous Process Improvement team would like to give special thanks to Henry Ford College President Stan Jensen for giving his knowledge through the Continuous Process Improvement training, providing the tools and support for our teams to complete this report. Also, we would like to thank our sponsors Holly Diamond, Executive Director of Enrollment Services and Adam Cloutier, Director of Teaching & Learning Services for providing their leadership, guidance, knowledge, and support through the process of designing this report. We are also thankful for our team of specialized experts who helped us to understand the current processes and made recommendations they felt would benefit the completely on line student. They were very cooperative and generous with their time, information and data. The following is our list of distinguish experts: Chardin Clayborne, Coordinator of Learning Lab and Tutoring Glenn Gaddis, einstructional Designer Pam Hall, College Store Manager Joyce Hommell, Library Supervisor Jerry Kondraciuk, Ellucian Analyst - Information Technology Wendie Lee-Jenkins, Director of Advising and Full Time Counselor Stephanie Latzke, Assistant Director of Financial Aid Nancy Meyers, Administrator of Imagine Now Imad Nouri, Associate Dean of Counseling and Advising Sandro Silvestri, Chief Information Officer/Director of Facility Services Brian Stewart, Institutional Researcher Again, we would like to thank all of our experts who helped our On Line Learning Continuous Process Improvement team to create the active energy around this project. 7 P a g e

9 PROCESS IMPROVEMENT TEAM Team Sponsor: Adam L. Cloutier, EdD, Director Teaching & Learning Services Team Sponsor: Holly A. Diamond, Executive Director of Enrollment Services/Registrar Team Leader: Robert James, Instructor, CIS, Business and Computer Technology Division Team Scribe: Victoria Bessette, e-instructional Designer, Instructional Technology Team Member: Nikole Ford, Supervisor, Enrollment Services Team Member: Gwendolyn Pringle, FT Counselor Team Member: Maria D. Salinas, Financial Aid Specialist Team Member: Mary Ann Tamborino, Records Associate, Registrar's Office 8 P a g e

10 OPERATIONAL DEFINITIONS The following are definitions of terms used throughout this report: Current Student: Online: Online Student: Registered: A student who is registered for classes in the current term. Connected to a computer, a computer network, or the Internet. Done over the Internet ( A student that enrolls in courses that are offered 100% online These students do not come to campus at any time during the semester These students may not have the ability to travel to campus for a traditional classroom setting These students may be living outside of a commutable distance to campus Course availability (on campus) may not be offered to meet the student s schedule Course availability Course is only offered online A student who has completed the process of enrolling in a class. Types of Online Learning Courses: 100% online: (CO) These courses are completely online and do not require you to come to campus. 95% online: (CW95) These courses typically require students to come on campus for at least one meeting or proctored assessment. A course less than 95% online (hybrid): These courses require scheduled classroom sessions. An on-campus class with information placed online: (CC) as a supplement to your face-to-face class. Yield: Retention and Persistence: eforms: Persistence, Progression, Retention, Percent of students who choose to enroll in a particular college or university after having been offered admission. It is calculated by dividing the number of students(#) who choose to enroll at a school, which is often based on their decision to pay a deposit, by the number of offers of acceptance and multiplying by one hundred. A higher yield indicates greater interest in enrolling at a particular school of higher education. The yield rate is usually calculated once per year based on admissions statistics. ( A measure of the rate at which degree/certificate seeking students persist in their educational program at an institution, expressed as a percentage from the previous fall who either re-enrolled or successfully completed their program by the current fall. An eform is an Electronic Form computer program version of a paper form. The notion of retention is grounded in student success. Retention related activities focus on providing a campus environment where students successfully complete their goals and complete their academic program/certificate/diploma or graduate from an institution. 9 P a g e

11 Completion/Grad uation (PPRCG) Noel-Levitz defines PPRCG as follows: Persistence is the enrollment headcount of any cohort compared to its headcount on its initial official census date. The goal is to measure the number of students who persist term to term and to completion. Progression is the rate at which a cohort participates in any activity that an institution has determined to be correlated with persistence. Common measures are course completion rates, success rates of students on academic probation, and/or comparisons of academic credit hours attempted versus academic credit hours earned. Progression ensures that students demonstrate the skills and competencies needed to complete their academic program and continue successfully towards completion. Retention is the outcome of how many students remained enrolled from fall to fall. This number is typically derived from first-time, full time traditional day students, but can be applied to any defined cohort. Completion/Graduation is the outcome of how many students within a cohort complete and/or graduate from an institution. This is typically measured in two or three years for associate level programs and four, five, or six years for a bachelor level programs. Noel-Levitz Retention Codifications Student Success, Retention, and Graduation: Definitions, Theories, Practices, Patterns, and Trends November Success,%20Retention,%20and%20Graduation- %20Definitions,%20Theories,%20Practices,%20Patterns,%20and%20Trends. pdf 10 P a g e

12 DESCRIPTION AND ANALYSIS OF CURRENT PROCESS 7 Easy Steps to Enroll: Pre-enrollment: Currently students can complete short modules on the Online Learning website called Is Online Learning for Me : is-onlinelearning-for-me. This also includes a link to the MCCVLC s Is Distance Learning Right For Me? assessment: /general/areyouready/lesson.xml?skin=none Applying: Current application process is online Admission: Current admission process is online Orientation: Current Orientation is offered online but designed for on-campus students. Course Placement: The current process allows for students who can t come to campus to test at colleges close to them who offer ACT Compass Course Placement and submit their scores. Students can also use their ACT scores in lieu of Compass Course Placement if they meet specific benchmark scores. Advising: Advising offers four ways for students to receive advising support: o In-Person Advising: Call (313) for an appointment. o Online Advising: [email protected] o Self-Service Advising: Go to Programs of Study page that provides career pathways. o Online Program Evaluation (Degree Audit): HFC's WebAdvisor offers an interactive online evaluation of your progress toward the completion of a degree or certificate. Must be a currently registered student. Register for Classes: Current process is online Pay for Classes: The process of paying for classes via credit card and payment plans via EZPay can also be set up online. Financial Aid processes can be completed online and via distance through faxing, ing and mailing documents. 11 P a g e

13 Campus Bookstore: The bookstore accepts online orders. Students can pay using credit card of financial aid. The Bookstore currently process between 1,500 and 2,000 online orders per semester. Processing time for online orders is between 1-2 business days. There is a flat fee of $10.99 for shipping HFC Library: Currently the library provides very little online librarian/reference support Few online resources Length of loan periods is too short to accommodate online learners Online search database is outdated Website is outdated Learning Lab and Tutoring Services: Currently no online tutoring Online Resources currently available on its website ( o Placement Exam Preparation o COMPASS videos o External links o Online Kiosk of handouts to supplement tutoring support. Retention Alert: Currently a retention alert process does not exist for online student. Instructional Technology Support: Provides technical support between the hours of 7:00 AM and 3:30 PM Eastern time. eforms: Currently eforms are not use by the College. Digital Communications: Currently each department sends out their own s to the student s HawkMail. HFC Login Pages: Currently the HFC login pages are independent from each other and do not have a consistent look and very little supporting information. Online Learning Homepage: Does not go to login page for LMS and is not designed for all HFC online students needs Student Services Webpage: Currently a dedicated student service webpage does not exist. 12 P a g e

14 RELATIONSHIP DIAGRAM The graphic below outlines the communication relationship between entities, within our CPI project. The goal of this exercise is to review the relationship between the entities and determine (1) root effect and (2) root cause. The root effect is the entity that initiates the communications and the root cause is the secondary effect of the communications, or the listening end of the communication. The graphic below outlines the entities entering the communication channel, and the different channels of communications between each entity. The left number signifies the root cause, the communicator and the right number signifies the effect, or the listener. The result of the graph is not surprising with the student initiating the communications and listening to the answers. This solidifies that the communications channels between entities need to be clear, concise and accurate. The secondary entities that need clear communications channels is Academic advising and the instructor. Again, signifying the need for clear communications between entities. 7/7 4/4 Registration/ Registrar 5/4 Student 6/4 Instructor 2/2 Financial Aid Tutor 4/3 Academic Advising Orientation 6/5 Placement Testing 3/5 3/4 13 P a g e

15 PROCESS MODEL Step1 Apply The process model needs to be updated to incorporate the completely on line student. Step 2 Admissions Step 3 Orientation In- house success course No Online? Yes Online success course Step 4 Placement Take local compass tests Online? Take the course placement? Where? Step5 Academic Advisor Schedule a meeting with an academic advisor, in person Online? Schedule a meeting with an academic advisor. Skype? Phone? ? Step 6 Register for classes Step 7 Pay for Classes vvvvv 14 P a g e

16 BREAKDOWN OF THE SEVEN STEP PROCESS Online Faxing Mailing EZPay FAFSA Scholarship Cash Form Completion Pay for Classes Apply Online Learning Services Admissions Online Success Course Orientation Local Orientation Course ACT Placement Compass Register for Classes Academic Advising Online Advising Meet with an Advisor Self-Service Advising Online Program Evaluation 15 P a g e

17 CAUSE AND EFFECT Methods Environment Online information Assessment Communication Overload Financial Aid Content Management System No online access Orientation Lack of Motivation Program Material Successful Online Learning Support Services Not ready for online class Advisors Forms to fill out Deadlines Faculity Tutoring The cause and effect diagram, also called a fishbone diagram, was created by Kaoru Ishikawa to display the cause of a specific event, and, to identify, potentially, the factors that led to the specific cause. The effect(s) in the diagram are identified so that a determination can be made as to lead to a prevention or fix to the defect. 16 P a g e

18 In our version of the cause and effect diagram, we have outlined several potential issues to be addressed. In the method grouping, for a student to register for admission, many processes must be started. Most students want to find information prior to submitting applications. To fill out the plethora of forms, student will come to the HFC website. The search process is very overwhelming and will result in many pages with information. Our group felt that the pages were inconsistent and could be better organized. The environment group, shows several area of effects on the registration process. All of which requires further review and potentially another group to deep dive into the effects of each item. The people group has the most variation of the groupings. Most of this variability is out of local control, as applicant motivational capabilities are unknown and will depend on each person s background and talents. For that reason, it s again recommended that the pages be well organized and consistent. 17 P a g e

19 IMPROVEMENT THEORY Our team s goal is to improve the registration process, increase retention rate, and improve student support for completely online students. To accomplish this, we evaluated these student services, 7 Easy Steps to Enroll, Campus Bookstore, HFC Library, Learning Lab and Tutoring Services, Retention Alert, Instructional Technology Support, eforms, Student Services Web Page, and Digital Communications. The following improvement elements are recommended: 7 Easy Steps to Enroll: Pre-enrollment: o Immediately: Create a new Steps to Enroll for 100% Online Students. Add step 1-A with a link to the current assessments o Future: Use the new Online Orientation software, Comevo to build our own Is Online Right for You? assessment and require all online students to take it prior to applying to the college. Parties involved: Instructional Technology, Orientation/Enrollment Services, & Marketing and Communications Software exists Comevo Log in through WebAdvisor Contact Instructional Technology for content. Applying: o Immediately: No changes necessary o Future: Investigate building a separate app, or building in questions to the new college application once it s built using Recruiter to include questions about whether or not student can come to campus. Then, for those who select only online, code them to make a 100% online student cohort. Admission: Develop a standard set of s possibly through Communications Management for all new students. o Inform student of HawkMail and WebAdvisor via personal when they are admitted. o Possibly use Communications Management to create an to be sent to admitted students directing them to use HawkMail for all future HFC communications. o In addition to providing WebAdvisor username information in a letter following admission, we recommend adding it to an for admitted students. Orientation: Form a new CPI Team to investigate, create, and implement a mandatory online orientation specific for the needs of 100% online students were students must pass before enrolling in an online course. (See appendix pages for a listing of benchmark institutes). o Immediately: No changes necessary since the process works for students who can t come to campus already. o Future: Portions of this orientation might be done by creating a new orientation cohort using existing software (Comevo). Students will log in through WebAdvisor and completions will be coded and tracked in Colleague. o This orientation should include lessons in online learning skills and use of LMS components and features. Participate in Course Placement: Formalize the procedure for students who are not able to get to campus for course placement by developing a process with contact/location information for student to take the placement test at a distance. o Access a proctor fee for COMPASS Units and other proctored testing for non-hfc students (Other institutions assess $20- $45 dollars). o Become a member of remote testing network through ACT Compass. 18 P a g e

20 Advising: o Form a new CPI Team to investigate additional services such as Skype or chat for online advising. Expand the use of the chat software that is currently getting implemented in the Welcome Center. o Update counseling web site update to include: i. How-to-videos ii. Advising processes Registration and Records: Implement the use of the National Student Clearinghouse Student Self-Service to allow students to generate their own enrollment verification document (See appendix page 38 for more information). i. Participate in three basic NSC services: Enrollment Reporting, DegreeVerify and EnrollmentVerify. ii. IT add a link from our secure student login site to the NSC Student Self-Service site. eforms: Form a new CPI team to investigate, create, and implement the use of eforms across all college departments. Support the completely online student Support other department applications Reduce the cost of manually processed forms Campus Bookstore: Market the bookstore website: Initiate s that advertise services to new and current students and to inform them of important dates. Add bookstore link on registration confirmation Emphasize current link to purchase/view books on the student s schedule on WebAdvisor. HFC Library: Continue funding Proquest s Discovery and Electronic Resource Management Tools, Summon-Intoda for the Library after TIF pilot year funding ends (See appendix pages for a copy of the TIF application). Pilot a virtual library reference center using online tools such as chat and 24/7 Virtual Reference Center. o Train librarians in these technologies o Designate one librarian to lead/run this service Provide delivery/return postage services of books when unavailable locally o Lengthen the loan period for mailed resources to accommodate online learners o Research and implement an out-of-state mail services like MEL (Michigan Electronic Library) to accommodate online learners Increase the Library s online resources of videos, graphics, and books to support online learners Update the design/content of the library web site using Drupal o Include contact information for chat and for reference librarians o Include communications to online instructors regarding offerings, tools, and digital assets. Learning Lab and Tutoring Services: Form a new CPI Team to research the cost and need of a fully online student tutoring program using chat, , and phone (See appendix pages for more information). Upgrade Website to newest version of Drupal and increase the number of online resources available for students such as videos and handouts Utilize Retention Alert: Utilize one of the new academic advisors to fully implement and manage the retention alert system. Manual Cases and batch cases Acting as online success coach Fully implemented by fall/15 or winter/16 19 P a g e

21 Instructional Technology Support: Technical Support: 24/7 or expanded hours during first week of classes. Digital Communication: It is essential that HFC keep in continuous contact with their students, even more so if they are online students. The College must ensure that the students are receiving relevant and timely information. To accomplish this, it is recommended that the Fall 2013 Continuous Process Improvement Team focused on Marketing (Team Leader Chad Austinand and Sponsors Reginald Best and Joe Zitnik) be reconvened to re-focus on the communication plan for our current student population. Prevent overloading student s HawkMail inbox from faculty and department Develop an format to decrease lengthy s HFC Login Pages: Form a new CPI Team to reevaluate single sign-on or update all HFC login pages to include: Instructions for use Consistent look branding Support information Helpful/relevant resources Online Learning Homepage: Update the design/content of the online learning web site using Drupal. Student Services Web Page: Create a dedicated student service page linked from the main HFC homepage using Drupal. 20 P a g e

22 COMMUNICATION AND RETENTION ALERT Communication is the key to student success. Communication comes in many forms and styles, but the bottom line is there must be solid communication channels for the student to be successful. Many communication channels exist, but one very important channel is between the student and instructor. Without this channel, the student will not be able to complete the necessary course tasks within the class. Another very import channel[s] are from/to the student from/to various services that are available to the student, such as the learning services, library, and tutoring. Centralized communications from many HFC automated systems, such as a retention alert to decentralized entities is also very crucial to student success. Even though the student may not initiate communications when they get in trouble, automated systems such as the retention alert provide the backup to other sources, so that the student can receive timely assistance before going beyond the point where the student could fail, thus becoming a statistic we do not want to have; a lost student. Below is a communications channel relationship chart for to outline how a problem can be initiated from HFC systems/entities. Library Retention Alert Self initiation Faculty Request Retention Advisor Tutor Learning Lab Support Advising Specialist 21 P a g e

23 GANTT CHART Create a new Steps to Enroll for 100% Online Students. Responsible Party Enrollment Services Spring 2015 Summer 2015 Fall 2015 Winter 2016 Spring 2016 Summer 2016 Fall 2016 Winter 2017 Futu Add specific questions to new college application to indicate whether or not the student can come to campus. Admissions & Recruitment Enhance Admissions communications possibly using Communications Management to inform students. Admissions & Recruitment Formalize the procedure for students who are not able to get to campus for course placement. Enrollment Services Assess a proctor fee for COMPASS Units and other proctored testing for non-hfc students Enrollment Services Become a member of the Remote Testing Network through ACT COMPASS. Enrollment Services Implement the use of the National Student Clearinghouse Student Self-Service. Enrollment Services Market the bookstore website by adding a link on the registration confirmation . Bookstore Emphasize current bookstore link to purchase/view books on the student s schedule on WebAdvisor for the book store. Bookstore Continue funding Proquest s Discovery and Electronic Resource Management Tools, Summon-Intoda for the Library after TIF pilot year funding ends. Library 22 P a g e

24 Pilot a virtual library reference center using online tools such as chat and 24/7 Virtual Reference Center. Provide delivery/return postage services of books when unavailable locally Increase the Library s online resources of videos, graphics, and books to support online learners Update the design/content of the library web site using Drupal Upgrade Learning Lab and Tutoring Services website to newest version of Drupal To increase online resources available for students such as videos and handouts Utilize one of the new academic advisors to fully implement and manage the retention alert system to include: Technical Support from Instructional Technology to include 24/7 or expanded hours during first week of classes. Digital Communication: It is essential that HFC keep in continuous contact with their students, even more so if they are online students. The College must ensure that the students are receiving relevant and timely information. Update the design/content of the online learning web site using Drupal. Create a dedicated student service page linked from the main HFC homepage using Drupal. Library Library Library Library Learning Lab Advising Instructional Technology Communications Instructional Technology Teaching Learning Services 23 P a g e

25 COST AND TIME PROJECTIONS Ideas for Improvement Create a new Steps to Enroll for 100% Online Students to include preenrollment orientation and 100% online student cohort. Cost and Time Staff Hours: Enrollment Services/Graphics/Web Team 160 Hours? Time-line: Work Summer-Fall 2015 Implement Winter 2016 Add specific questions to new college application to indicate whether or not the student can come to campus. Possibly use Recruiter to code students unable to come to campus as a 100% online student cohort. Staff Hours: Admissions and Recruitment Staff and IT Staff- 40 Hours programming/set-up. Then continuous monitoring. Time-line: Unknown Winter 2016 and beyond - still finalizing Recruiter Implementation with Ellucian Enhance Admissions communications possibly using Communications Management to inform students about: HawkMail the College-required Along with WebAdvisor information, college single sign-on password and user name to admitted students. Staff Hours: Admissions and Recruitment/Enrollment Services/IT - 80 hours Time-line: Work on it Fall 2015 Implement Winter 2016 Formalize the procedure for students who are not able to get to campus for course placement: Develop a process with contact/location information for student to take the placement test at a distance. Staff Hours: Enrollment Services/Web Team - 10 Hours Time-line: Start Summer 2015 Completed by Fall 2015 Assess a proctor fee for COMPASS Units and other proctored testing for non-hfc students (Other institutions assess $20- $45 dollars). Staff Hours: Need to discuss at Cabinet, other groups on campus? 200 Hours Research and Implementation Time (Research pricing, research numbers, process for testing such as figuring out if we want scores in Compass only 24 P a g e

26 or also in HANK) - Enrollment Services Staff, Cashiers/Accounts Receivable Staff, Web Team Time Time-line: Start Fall 2015 Implement Fall 16 Revenue - Unknown because we have no baseline for how many non-students test since we make a file for all of them right now in HANK. Become a member of the Remote Testing Network through ACT COMPASS. Implement the use of the National Student Clearinghouse Student Self- Service to allow students to generate their own enrollment verification document (See appendix page 38 for more information). Participate in three basic NSC services: Enrollment Reporting, DegreeVerify and EnrollmentVerify. IT add a link from our secure student login site to the NSC Student Self-Service site. Staff Hours: No Cost - Just about 5 hours of staff time and web team and training time. Staff Hours: IT 20 Hours Time-line: Fully implemented Fall 2015 Market the bookstore website by adding a link on the registration confirmation . Staff Hours: One hour per semester to update information (or make it one time and generic info?) Time-line: Fall 2015 Emphasize current bookstore link to purchase/view books on the student s schedule on WebAdvisor for the book store. Staff Hours: Bookstore/Web Team 20 Hours Time-line: Fully implemented Fall 2015 Continue funding Proquest s Discovery and Electronic Resource Management Tools, Summon-Intoda for the Library after TIF pilot year funding ends (See appendix pages for more information). 2 nd Year: Start Date: 7/2016 Cost: $28,465 3nd Year: Start Date: 7/2017 Cost: $30, P a g e

27 Pilot a virtual library reference center using online tools such as chat and 24/7 Virtual Reference Center. Train librarians in these technologies Designate one librarian to lead/run this service Staff Hours: In-house Use existing Reference Librarian demand will dictate hours of service. Training librarians in these technologies about 20 hours. Research external librarian consortium groups to join cost will depend on the provider. Time-line: Fully implemented Winter 2016 Provide delivery/return postage services of books when unavailable locally Lengthen the loan period for mailed resources to accommodate online learners Research and implement an out-of-state mail services like MEL (Michigan Electronic Library) to accommodate online learners Staff Hours: Will depend on student demand for service. Cost: Depends upon student demand for service. Time-line: Fall 2015 Increase the Library s online resources of videos, graphics, and books to support online learners Staff Hours: Initial implementation for student access to material will depend on the amount of resources added to the libraries online resources. Cost: Depends on the amount of resources purchased. Time-line: Fall 2016 Update the design/content of the library web site using Drupal Include contact information for chat and for reference librarians Include communications to online instructors regarding offerings, tools, and digital assets. Staff Hours: Library/Graphics/Web Team 320 Hours? Time-line: Work Summer-Fall 2015 Implement Winter 2016 Upgrade Learning Lab and Tutoring Services website to newest version of Drupal: To increase online resources available for students such as videos and handouts Developing worksheets for students to obtain through the Learning Lab website is potentially the least time consuming/time intensive Online Worksheets: Start date: Spring 2015 Partial Completion Date: Fall 2015 Support time from Faculty as subject experts Staff hours for technical development 26 P a g e

28 implementation. The Learning Lab does have PDF (printable) worksheets that students can access at The most difficult part is developing relevant content for new worksheets. We would want to work with HFC faculty on this, as they are subject matter experts and teach the courses the Learning Lab is looking to support. There is also content available on the Internet, but there are other concerns surrounding that type of appropriation. Online Videos: Start date: Spring 2015 Partial Completion Date: Winter 2016 Support time from Faculty as subject experts Staff hours for technical development Developing videos is a longer process. Along with the creation of the script, PowerPoint, etc. time has to be budgeted for recording the videos. The Learning Lab and faculty will begin developing worksheets in earnest in Spring 2015 to be ready for students by Fall 2015, and videos will be developed and found for the Winter Utilize one of the new academic advisors to fully implement and manage the retention alert system to include: Manual and batch cases Acting as online success coach To fully implement by Fall/15 or Winter/16 Staff Hours: One of the new academic advisors Time-line: Fully implement by Fall/15 or winter/16 Technical Support from Instructional Technology to include 24/7 or expanded hours during first week of classes. Each edesigner will alternate providing on-call support during the indicated times for a minimum of 3 paid hours. Staff Hours: 3 minimum paid hours each night for on-call 24/7 service, 21 hours/week. 3 minimum paid hours on-call during the weekend, 3 hours/week 3 minimum paid hours each night during first week of classes, 3 hours/semester. Time-line: Begin Fall 2015 semester Cost: 3 hours of overtime, including benefits $ Digital Communication: It is essential that HFC keep in continuous contact with their students, even more so if they are online students. The College must ensure that the students are receiving relevant and timely information. Use Time-line and cost established by the Fall 2013 Team focused on Marketing (Chad Austinand and Sponsors Reginald Best and Joe Zitnik) To accomplish this, it is recommended that the Fall 2013 Continuous Process Improvement Team focused on Marketing (Team Leader Chad Austinand and Sponsors Reginald Best and Joe Zitnik) be reconvened to refocus on the communication plan for our current student population. Prevent overloading student s HawkMail inbox from faculty and department Develop an format to decrease lengthy s 27 P a g e

29 Update the design/content of the online learning web site using Drupal. Staff Hours: TLS/Graphics/Web Team 320 Hours? Time-line: Work Summer-Fall 2015 Implement Winter 2016 Create a dedicated student service page linked from the main HFC homepage using Drupal. Staff Hours: TLS/Graphics/Web Team 180 Hours? Time-line: Work Summer-Fall 2015 Implement Winter P a g e

30 STEERING COMMITTEE FEEDBACK Team Name: Online Learning Support Services Date: Sponsors: April 17, 2015 Adam Cloutier & Holly Diamond Page 1 of 3 Ideas for Improvement Support Create a new Steps to Enroll for 100% Online Students to include pre-enrollment orientation and 100% online student cohort. Add specific questions to new college application to indicate whether or not the student can come to campus. Possibly use Recruiter to code students unable to come to campus as a 100% online student cohort. Enhance Admissions communications possibly using Communications Management to inform students about: HawkMail the College-required Along with WebAdvisor information, college single sign-on password and user name to admitted students. Form a new CPI Team to investigate, create, and implement a mandatory online orientation specific for the needs of 100% online students were students must pass before enrolling in an online course. Time line develop during the spring/summer/fall 2015 semesters pilot winter 2016 rollout fall 2016 Formalize the procedure for students who are not able to get to campus for course placement: Develop a process with contact/location information for student to take the placement test at a distance. Assess a proctor fee for COMPASS Units and other proctored testing for non-hfc students (Other institutions assess $20- $45 dollars). Become a member of the Remote Testing Network through ACT COMPASS. Form a new CPI Team to investigate additional services such as Skype or chat for online advising. Expand the use of the chat software that is currently getting implemented in the Welcome Center. 29 P a g e

31 Page 2 of 3 Implement the use of the National Student Clearinghouse Student Self-Service to allow students to generate their own enrollment verification document. (See appendix page 38 for more information). Participate in three basic NSC services: Enrollment Reporting, DegreeVerify and EnrollmentVerify. IT add a link from our secure student login site to the NSC Student Self- Service site. Form a new CPI team to investigate, create, and implement the use of eforms across all college departments to. Support the completely online student Support other department applications Reduce the cost of manually processed forms Market the bookstore website by adding a link on the registration confirmation . Emphasize current bookstore link to purchase/view books on the student s schedule on WebAdvisor for the book store. Continue funding Proquest s Discovery and Electronic Resource Management Tools, Summon-Intoda for the Library after TIF pilot year funding ends (See appendix pages for a copy of the TIF application). Pilot a virtual library reference center using online tools such as chat and 24/7 Virtual Reference Center. Train librarians in these technologies Designate one librarian to lead/run this service Provide delivery/return postage services of books when unavailable locally Lengthen the loan period for mailed resources to accommodate online learners Research and implement an out-of-state mail services like MEL (Michigan Electronic Library) to accommodate online learners Increase the Library s online resources of videos, graphics, and books to support online learners Update the design/content of the library web site using Drupal Include contact information for chat and for reference librarians Include communications to online instructors regarding offerings, tools, and digital assets. Form a new CPI team to research the cost and need of a fully online student tutoring program using tutoring software/companies, chat, , and phone (See appendix pages for more information). 30 P a g e

32 Page 3 of 3 Upgrade Learning Lab and Tutoring Services website to newest version of Drupal: To increase online resources available for students such as videos and handouts Utilize one of the new academic advisors to fully implement and manage the retention alert system to include: Manual and batch cases Acting as online success coach To fully implement by Fall/15 or winter/16 Technical Support from Instructional Technology to include 24/7 or expanded hours during first week of classes. Digital Communication: It is essential that HFC keep in continuous contact with their students, even more so if they are online students. The College must ensure that the students are receiving relevant and timely information. To accomplish this, it is recommended that the Fall 2013 Continuous Process Improvement Team focused on Marketing (Team Leader Chad Austinand and Sponsors Reginald Best and Joe Zitnik) be reconvened to re-focus on the communication plan for our current student population. Prevent overloading student s HawkMail inbox from faculty and department Develop an format to decrease lengthy s Form a new CPI Team to reevaluate single sign-on or update all HFC login pages to include: Instructions for use of page Consistent look branding Support information Helpful/relevant resources Update the design/content of the online learning web site using Drupal. Create a dedicated student service page linked from the main HFC homepage using Drupal. 31 P a g e

33 RECOMMENDATIONS FOR FUTURE CPI TEAMS 1. Form a new CPI Team to investigate, create, and implement a mandatory online orientation specific for the needs of 100% online students were students must pass before enrolling in an online course. Time line develop during the spring/summer/fall 2015 semesters pilot winter 2016 rollout fall Form a new CPI Team to investigate additional services such as Skype or chat for online advising. Expand the use of the chat software that is currently getting implemented in the Welcome Center. 3. Form a new CPI team to investigate, create, and implement the use of eforms across all college departments to. Support the completely online student Support other department applications Reduce the cost of manually processed forms 4. Form a new CPI team to research the cost and need of a fully online student tutoring program using tutoring software/companies, chat, , and phone. 5. Form a new CPI Team to reevaluate single sign-on or update all HFC login pages to include: Instructions for use of page Consistent look branding Support information Helpful/relevant resources 32 P a g e

34 APPENDIX CURRENT ENROLLMENT AND SUCCESS RATE The following graphs in this appendix outline the current enrollment and success rate. With the addition of the completely online student, and the updated and streamlined registration process, student success will increase, thus smoothing out the peaks and valleys of each of the graphs. It is our recommendation that further research and evaluation of the factors in this appendix be continued. 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% % Overall Successful Completion Rate 33 P a g e

35 Chart Title Total Enrollment Successful Completion Unsuccessful Completion Dropped 34 P a g e

36 FALL 2005 THROUGH FALL 2014 Total Enrollment Fall Semester FA 06FA 07FA 08FA 09FA 10FA 11FA 12FA 13FA 14FA % Overall Successful Completion Rate (Fall Semester) 74% 72% 70% 68% 66% 64% 62% 60% 58% 56% 54% 05FA 06FA 07FA 08FA 09FA 10FA 11FA 12FA 13FA 14FA 35 P a g e

37 WINTER 2004 THROUGH WINTER 2014 Total Enrollment Winter Semester WI 05WI 06WI 07WI 08WI 09WI 10WI 11WI 12WI 13WI 14WI % Overall Successful Completion Rate (Winter Semester) 72% 70% 68% 66% 64% 62% 60% 58% 04WI 05WI 06WI 07WI 08WI 09WI 10WI 11WI 12WI 13WI 14WI 36 P a g e

38 SPRING 2004 THROUGH SPRING 2014 Total Enrollment Spring Semester SP 05SP 06SP 07SP 08SP 09SP 10SP 11SP 12SP 13SP 14SP % Overall Successful Completion Rate (Spring Semester) 80% 70% 60% 50% 40% 30% 20% 10% 0% 04SP 05SP 06SP 07SP 08SP 09SP 10SP 11SP 12SP 13SP 14SP 37 P a g e

39 SUMMER 2004 THROUGH SUMMER 2014 Total Enrollment Summer Semester SU 05SU 06SU 07SU 08SU 09SU 10SU 11SU 12SU 13SU 14SU Total Enrollment 90% % Overall Successful Completion Rate (Summer Semester) 80% 70% 60% 50% 40% 30% 20% 10% 0% 04SU 05SU 06SU 07SU 08SU 09SU 10SU 11SU 12SU 13SU 14SU 38 P a g e

40 Implement and Utilize Student Self- Service through the National Student Clearinghouse (NSC) Through the FREE service of Student Self-Service, an institution can enable its students to perform a wide range of enrollment verification activities via the internet at no cost, including: Print enrollment certificates (all schools attended) View enrollment history (all schools attended) Check enrollment verifications that the NSC has provided to student service providers on their behalf View student loan deferments Link to real-time information on their student loans Students at institutions who utilize Student Self-Service enjoy the convenience of free and easy access to enrollment verifications and information. Benefits of using this service: Provides 24/7 service to students No cost to institutions or students Reduces student phone calls and visits to campus FERPA compliant Option for students to print Good Student Discount and Advanced Registration Certificates Easy to implement (often one day or less) Seamless integration with student information system Customization options, including branding are available What does HFC need to use this great system? 1) Participate in three basic NSC services: Enrollment Reporting, DegreeVerify and EnrollmentVerify. This is COMPLETE! 2) IT needs to add a link from our secure student login site to the NSC Student Self-Service site. 39 P a g e

41 Henry Ford College, Office of the Registrar Current Registration Instructions How does a student register? HFC students register online, using WebAdvisor, This can be accessed from any device that has an internet connection. To register, please follow these steps: Determine which courses you need. This can be done by viewing your Program Evaluation within WebAdvisor, Click the Login tab at the top. If you do not remember your username or password, please follow the prompts to access this information. Once you login: -Click Students -Click Program Evaluation Once you know which courses you need to take, click on Schedule Planner within WebAdvisor. -Click Term and select the semester in which you want to register. -Click Add Courses ; add the courses you want to take for example MATH 110 -If there are days/times you can t take classes, click Add Break -Click Generate Schedules. You will be given a list of links. Each link represents a full schedule based upon the courses, dates and times you entered. Select the schedule that works for you. Then write down the section numbers of each course and then register as follows: -Return to WebAdvisor. Click Students -Click Register for Sections -Click Express Registration -Enter the Subject (for example MATH), Course Number (for example: 110), Section Number (for example: 01), Term (for example: 12/FA) -Click submit and follow the prompts. You are registered! How does a student drop a course? Below are the procedures to drop from classes on WebAdvisor: Visit WebAdvisor: Click the Login tab at the top. If you do not remember your username or password, please follow the prompts to access this information. Once you login: -Click Students -Click Register and Drop Sections -Select the course(s) in which you would like to drop. -Click the Drop box next to the course you would like to drop. -Click Submit. Be sure to click on View Account and Make Payments. This will show your bill for the semester and how much is due for payment 40 P a g e

42 Henry Ford College Application for Funding through the Technology Investment Fund Project Director: Joyce Hommel Date: 3/19/2015 Department: Eshleman Library Division: Services Teaching and Learning 1. Please describe your project as specifically as possible. Include, but do not limit yourself to, answers to these questions: a. What do you propose to do? This request if to fund the pilot purchase of Proquest's Discovery and Electronic Resource Management Tool, Summon-Intoda. This new functional tool will provide a significant improvement to the existing library access points (important as we venture toward online learning) by streamlining the search across all of the databases into one search and leveraging the broadest searching capabilities to bring back greater search results sets. It also provides a much needed management tool to determine cost effectiveness for electronic purchases and a significant selection tool for collection development. b. Why do you propose to do this? Currently students at HFC must individually search each database in order to find appropriate resources for their research. This outdated mode of research has been significantly surpassed in the last ten years through the development of electronic resource management tools (ERM) and interdisciplinary discovery layers that provide intelligent access to all of the library's owned resources as well as shared access to broader research from other agencies. For example, rather than just searching one database such as CINAHL, students would be able to type in a search term that would search CINAHL, as well as all of the other databases and the library catalog simultaneously. Further, the ability to determine relevance in the search results along with the increased sophistication in cross-pollination of searching fields allows for the serendipitous identification of new connections. These discovery layers provide entry into new information so that the focus is no longer on the search, but rather on finding and analyzing information resources. The tool that allows this to occur, an ERM, also provides for cost-effective database selections by de-duplicating titles, providing assessment on returns on investment, and providing a mechanism for subscriptions tracking and recommendations. The final tool in the package provides a collection selection process whereby the existing library collection is compared against the recommended titles from the national standard "Resources for College Libraries" - a subject listing of titles that is compiled by experts across the nation as appropriate for various types of college libraries. This book analysis tool allows the participating library to make better selections and bring the collection closer to a nationally recognized standard while preserving the individual curricular needs of the institution. In total, the piloting of this product will bring the management of the library's electronic and book collection into current best practices while also easing access to materials for students both virtually and in the library by broadening their search results. 41 P a g e

43 2. How many unique students will be served each academic year (Fall through Summer) by your project? "Unique students" refers to unduplicated headcount. Provide detail (course numbers, titles, and enrollments, for example). The requested pilot project will not only help every student using the library, but it will also significantly assist faculty, staff, and public users who are accessing library resources. Because the user will now be able to see books, magazines, images, and DVD's in one search result from across all of our resources, as well as have referrals to other search terms and definitions - the impact on the user experience is expected to be exponentially better. Further, the inclusion of the book analysis tool within the package provides an objective standard for selection decisions. It allows the library to gain greater faculty input on selection decisions while preserving national standards for excellence. Finally, the ERM function will allow for better decision-making for electronic resource purchase (by far the largest part of the library's materials budget) thus broadening the selection of materials that can be made available to all constituents. 3. Please provide your project's budget. Address each of the questions, or meet each request, listed below. a. What will be purchased (including model numbers, if appropriate), and what will it cost? Include amounts that are committed from funds other than the Technology Investment Fund, and indicate the source of those other funds. The Software to be purchased will include: ($26,791.00) Intota Foundation Release (includes Summon, 360 Link, Intota Assessment and Intota ERM with DDA api) with Syndetics for Summon Bundle and Books In Print ($3,840.00) One time installation fee b. Where will funds for future maintenance needs, consumables, and such come from? Presuming a successful pilot of the product and demonstrated increased usage of the library collection, the future funding for this product will become a part of the library's operating budget. It is also expected that there will be savings in other areas that will allow for increased purchasing power from the existing collections budget thus further extending the quality of the products we are able to provide for our students. c. Attach any support for your budget (quotes, for example) to this application, and indicate here what is attached. Bid is attached. Please note that we received bids for similar products from Innovative - the company that provides our online catalog - that were $10-20,000 higher per year for the product lines offered and did not provide as many useful tools for our library needs. d. Rank your needs so that the Technology Investment Committee will have guidance should only partial funding be available to recommend. The pricing herein is for a package deal and as such cannot be broken apart without significantly increasing the overall price. It would not be prudent to consider it in pieces as the whole package is not only cheaper, but also provides the tools needed in order to effect real improvement on our offerings and collection management. 42 P a g e

44 4. Regarding project location and equipment security, please address each of the questions, or meet each request, listed below. a. Describe specifically where items to be purchased will be located or installed. Include room-layout diagrams if appropriate. This is a fully hosted system that will be located through the vendor's servers. Information is uploaded and downloaded similar to our Library catalog through Innovative. b. Indicate the status of any necessary approvals for using the space in which items will be located or installed. This project has been approved and is fully supported by the Director of TLS if funded. c. Who, specifically, will do the installation? Because it is a fully hosted system, installation is not necessary. That said, there is a set of downloads and mapping that is done collaboratively between the Serials Librarian (Clark Heath) the Cataloging Librarian (Vicki Morris), IT Services, and the Vendor. This process normally takes about 2 months as it is iterative and provides the foundation for all future additions and changes. d. How will equipment purchases be secured? No new equipment is purchased through this project. 5. How, specifically, will you determine the success or shortcomings of your project? The true test of the success of this product purchase will be measured in the increase usage of purchased electronic databases, the increased circulation of materials, and the increased quality of the selection of materials aligned with curricular needs. After St. Clair County Community College installed this system in their library the Director said: "Our library has grown four times the size it was when I took over two years ago and usage is up over 685 in terms of full-text materials accessed and used," shared Director of Library Services, Christopher Rennie. "We are proud of what we have accomplished here, library foot traffic is up almost 20, and off-campus usage is up astronomically." The system is currently installed in over 16 institutions in Michigan (including all the major universities) and among those, Kellogg, Lansing, and St. Clare County Community Colleges. Please submit this form and any attachments to the chair of the Technology Investment Committee by the date you have been given. If you are submitting this form electronically, please combine any attachments into a single PDF. (This application form may be submitted as a document separate from the attachments.) 43 P a g e

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49 Online Student Tutoring Program HFC Learning Lab Costs Time commitment Infrastructure Digital divide In-house vs. third-party vendor Use of Peer tutors and/or faculty tutors Learning Management Systems (Blackboard, MoodIe, etc.) Tutor academic qualifications Tutor online communication skills Online tutoring reflection of course Online pedagogy vs. academic dishonesty Education vendor vs. education professional Technology learning curve Learner frustration with asynchronous. tutoring Tutors teach problems, not concepts Online tutoring concern Tutors may not be qualified to discuss questions learners ask. Online tutors need excellent and verifiable pedagogical and communication skills. Online tutor may not be committed to the leaner's goals Online tutor may simply give answers or writing edits to students, rather than assist in the learning process. Online tutor may simply be there, may elongate tutoring sessions, etc., to collect the learners' money Students may need assistance in using the NetTutor interface Leaner may use a non-live, asynchronous tutoring mode, expecting the "answer" in return. Instead, the tutor may respond with a clarifying or Socratic question, or may suggest further research on the leaner's part. Because tutors are required to use the socratic method when answering all direct questions, discussion of underlying concepts, instead of solving individual problems, is time-consuming and inefficient. I What are other schools doing really well online for tutoring? What might we adopt? NetTutor etutoring.org Smartthinking (Pearson) Tutor.com Wolfram Alpha 48 P a g e

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56 Benchmark Institutions from Online Steering Committee 55 P a g e

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58 EVOLUTION OF ONLINE EDUCATON AT HFC At Scott Still s request on behalf of the Steering Coming, I ve attempted to reconstruct, hopefully accurately, HFCC s online teaching and learning history. I know there are gaps, especially in divisions/departments beyond English, that I don t know about or was unable to fill, but this is a start. It reveals a responsible, conscious unfolding of this learning format at the College and knowledgeable, longtime faculty commitment and involvement. We have a wealth of experience here to draw upon. ~Betsy Cohn Partial Sketch of Shifts to Online Courses: 1999/2000: College adopted Blackboard as LMS; three English instructors (Chris Briggs, Betsy Cohn, & Gary McIlroy) worked with Vivian Beaty, Director of Instructional Technology, to develop 50% hybrid versions of English 131, 132 and 135; English instructors teaching hybrid courses expanded in ~ The English Department began offering 95% online courses in ~2002. The department now routinely offers 95% online composition, literature, and creative writing courses and many hybrid courses. Social Science began offering 100% online courses in limited numbers to boost enrollment in ~2003 and increased 100% offerings in 2008 in response to lack of space on campus; hybrids began to be offered in ~ Health and Physical Education began offering 100% online sections taught by a full-time faculty member ~ 2005 (who in the semesters before taught hybrid); that faculty member still teaches online along with two adjunct faculty in the department since ~ The Psychology Department began offering 95% online courses in Winter History of enrollment needs to be researched carefully. In English, for example, online courses were initially the first to fill, but now they are not, and (I think) fewer online sections overall are offered. CIS has similarly experienced students in some classes requesting that online classes be switched back to on-campus classes. HPE reports still very enthusiastic enrollment in online courses. Students seem to be discovering whether they are suited for online learning and which classes are most suitable for them to take online. They ve also become disabused of the notion very strong when online courses were first offered that online courses would be easier than on campus courses. Most experienced just the opposite. Sketch of Relevant Training: Faculty training in computer technology, Internet, and software began in late 1990s through the CTEI and through Business instructor. (Instructors did not have office computers until around then, believe it or not!) The Champions Project (three semesters long for each cohort; 10 instructors per cohort) ran in 2001 (cohort 1), 2002 (cohort 2), and 2003 (cohort 3), was offered through the CTEI, and was one of the biggest catalysts for instructors to integrate technology into their classes and to offer hybrid and online courses. Not only did the 30 Champions participants learn relevant skills but as part of the project, they mentored other faculty in the third semester. (See flyer giving description and example application.) The Instructional Technology Department began (I think) workshops on teaching online through its involvement in the Champions training and with the Director of Instructional Technology s mini-course on how to teach online. Instructional Technologists/e-Designers then began offering sessions and mini-courses on using LMS s and on other software. The Instructional Technology Committee created Quality Guidelines for Online Teaching in 2002, which it updated in 2006 (I think) and P a g e

59 The Instructional Technology Committee completed and disseminated Evaluation of HFC Distance Education: Compliance with Higher Learning Commission s Nine Hallmarks in History of Learning Management Systems: HFCC began with Blackboard in ~ 1998 or When Blackboard became prohibitively expensive, the College switched to UCompass, largely by recommendation of the Director of Instructional Technology. When the company ended its support and development of UCompass, the Instructional Technology Committee reviewed and evaluated several other LMS s, held forums and LMS demonstrations and distributed surveys to get campus-wide feedback, and recommended to Administration the adoption of our current LMS, Moodle, managed by MoodleRooms. Partial History of Policies and Procedures: Distance education language became part of the bargaining agreement between Local 1650 and Administration/the Board of Trustees in the contract. Student class evaluations for FT teachers of classes 70% or more online began in The delay in implementation is explained by technological and other pragmatic barriers (e.g., ensuring security, single sign-on, affordability, etc in the end had to program its own online evaluation tool (David Maier did this and has coordinated with HANK for updating of the online FT instructor rosters semester to semester, an arduous task). It also, though, reflects the fact that adoption of online courses began very gradually; virtually all FT instructors were still being evaluated in their on-campus classes. The English Division formed Committee for Online Learning and Teaching (initially named Technology Committee) in ~ English and World Languages Division adopted the policy that instructors must teach hybrid before going online (not sure when). The Communications Division formalized existing policies for online course approval, development, and scheduling in Other divisions began working on formalizing such policies and many created their own discipline-specific online learning committees in Thank You 58 P a g e